Abstract

We explore ways by which teachers act as intermediaries in information technology (IT) design with children through analyzing three of our design projects conducted with schoolchildren and their teachers. In our projects the teachers acted as informants and evaluators, but not as IT design partners, albeit they had a lot of decision-making power as steering-group members of the projects. The teachers offered valuable understanding of children through their general knowledge about child development and their knowledge of their class. Teachers also acted as valuable facilitators in the design process, enhancing children’s participation in the design process. They also acted as advocates of children and their learning. They considered children’s learning goals and fit with the curriculum and developed their own skills and knowledge to serve children’s learning. Occasionally, they also acted as advocates of children’s interests more generally; however, not in the sense of critical tradition.